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TLEAR Module 3 Lesson 1

This document provides information on developing and using non-digital or conventional instructional materials. It defines instructional materials as print and non-print items used to impart information to students. Examples mentioned include drawings, kits, textbooks, posters, magazines, and recording videos. The roles of instructional materials in teaching and learning are outlined as promoting meaningful communication, ensuring better retention, overcoming classroom limitations, and encouraging participation. Factors to consider in developing materials include establishing goals and objectives, identifying resources, researching existing materials, and modifying or sharing effective materials. Guidelines for designing conventional materials emphasize unity, simplicity, legibility, consistency, clarity and quality.

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Elleonor Abatay
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133 views19 pages

TLEAR Module 3 Lesson 1

This document provides information on developing and using non-digital or conventional instructional materials. It defines instructional materials as print and non-print items used to impart information to students. Examples mentioned include drawings, kits, textbooks, posters, magazines, and recording videos. The roles of instructional materials in teaching and learning are outlined as promoting meaningful communication, ensuring better retention, overcoming classroom limitations, and encouraging participation. Factors to consider in developing materials include establishing goals and objectives, identifying resources, researching existing materials, and modifying or sharing effective materials. Guidelines for designing conventional materials emphasize unity, simplicity, legibility, consistency, clarity and quality.

Uploaded by

Elleonor Abatay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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TLEAR

MODULE 3: LESSON 1

DEVELOPMENT AND
USE OF NON-DIGI-
TAL OR CONVEN-
TIONAL MATERIALS

PREPARED BY: Elleonor P. Abatay


Maezelle Anne Alivia
Instructional Materials

defined as print and non-print


items that are rested to impact
information to students in the
educational process (Effiong &
Igiri, 2015)
Examples of IMs
01 Drawings 06 Flip charts

02 Kits 07 Newspapers

03 Textbooks 08 Diorama

04 Posters 09 Pictures

05 Magazines 10 Recording Videos


Roles of IMs in Teaching and Learning (Brown, et. al.,
2005; Effiong & Igiri, 2015)
1. Promote meaningful communication and effective learning;
2. Ensure better retention, thus making learning more perma-
nent;
3. Help to overcome the limited classroom by making the inac-
cessible accessible
4. Provide a common experience upon which late learning can
be developed
5. Encourage participation especially if students are allowed to
manipulate materials used
Several Factors in Developing
Instructional Materials

1. Develop a story board and working outline


based on the subject goals and objectives.

2. Identify existing institutional resources


including materials and teachers’ capability.
Several Factors in Developing
Instructional Materials

3. The teacher may research off the shelf materials


that have been developed by others to determine if
their approach could be useful

4. Explore the possibility of adapting concepts of


other teachers without infringing on anyone’s
copy protected design.
Several Factors in Developing
Instructional Materials

5. Modify existing materials based on the ob-


jectives of the lesson.

6. If the instructional materials are effective, you


can share them with other teachers.

7. The teacher developer can also sell her/his


materials available.
usually display a historical time period, a
DIORAMA nature scene, or a fictional situation.
In developing a Diorama:

1. Choose a concept or theme


2. Research the subject
3. Make a rough sketch of your
ideal diorama
4. Make a list of the items you’ll
need and gather your supplies
5. Select a container or box.
A table on which items collected from
nature, such as seeds, rocks, birds'
nests, etc., are displayed in order to
teach children about the natural
world.

NATURE TABLE
A writing board can display information written with chalk
(chalkboard or blackboard)or special pens (whiteboard).

WRITING BOARD
SUGGESTIONS ON USING WRITING BOARD:
Keep the board clean.
Use chalk or pens that contrast with the background of the board
Make text and drawings large
Prepare complex drawings in advance (if very complex, an overhead
transparency or 35mm slide may be preferable).
Underline headings and important or unfamiliar words for emphasis.
Do not talk while facing the board.
Do not block the students’ views of the board; stand aside when writing or
drawing is completed.
Allow sufficient time for students to copy the information from the board.
a large pad of paper bound so that each page can
be turned over at the top to reveal the next, used
FLIP CHART on a stand at presentations.
a multi-board series of three or four
rectangular boards.

Foldable
Each board can be of a different type, for
example, a white board, a chalkboard, a
flannel board and so on

ZIGZAG BOARD
a collection of many different types of items
and materials put upon a wall to make an
interesting and informative display.

In a classroom, it can consist of


the students’ own work.

In development work it can be used to


WALL DISPLAY convey information to the community
ROPE AND POLE DISPLAY
Suggestions on Using Flipchart

Use wide-tipped pens or markers;


Print in block letters that are large
Use different colored pens to provide contrast;
Use headings, boxes, cartoons and borders to improve the appearance of the page. Prepare
complex drawings in advance (if very complex, an overhead transparency or 35mm slide may
be preferable).
Use bullets (*) to delineate items on the page.
Leave plenty of “white space” and avoid putting too much information on one page. (Crowded
and poorly arranged information is distracting and difficult to read).
When pages are prepared in advance, use every other page.
Have masking tape available to put pages up around the room during brainstorming and
problem – solving activities.
To hide a portion of the page, fold up the lower portion of the page and tape it. When ready to
reveal the information, remove the tape and let the page drop.
Face the student, not the flipchart while talking.
GUIDELINES WHEN DESIGNING
CONVENTIONAL INSTRUCTIONAL MATERIALS
UNITY – Use only one idea for each visual aid and include a
headline.
SIMPLICITY – Make ideas and relationships simple and easy to
recall. Avoid cluttering a visual with too many words,
numbers, or graphics. The audience should be able to grasp
the concept in 10 to 15 seconds.
LEGIBILITY – make letters big and readable for all in the
audience.
CONSISTENCY – Use the same type style and art style.
CLARITY – Avoid type that is too small to read; avoid all caps.
QUALITY – Make it neat and professional, and remember to
THANK YOU!!

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